44
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Developing an online improv comedy course: an action research study

ORCID Icon
Pages 277-294 | Received 10 Nov 2023, Accepted 14 Apr 2024, Published online: 23 Apr 2024

References

  • Anderson-Chavarria, M. (2021). The autism predicament: Models of autism and their impact on autistic identity. Disability & Society, 37(8), 1–21. https://doi.org/10.1080/09687599.2021.1877117
  • Anderson, G. L., Herr, K., & Nihlen, A. S. (Eds.). (2007). Studying your own school: An educator’s guide to practitioner action research. Corwin Press.
  • Arendell, T. D. (2015). The autistic stage: How cognitive disability changed 20th-century performance. Springer.
  • Arros-Steen, C. (2022). Fail like an improviser: The trick of comic improv. Comedy Studies, 13(2), 139–150. https://doi.org/10.1080/2040610X.2022.2091588
  • Barton-Farcas, S. (2018). Disability and theatre: A practical manual for inclusion in the arts. Routledge,
  • Bates, R. A. (1996). Popular theater: A useful process for adult educators. Adult Education Quarterly, 46(4), 224–236. https://doi.org/10.1177/074171369604600404
  • Bélanger, P. (2011). Three main learning theories. In Theories in adult learning and education (1st ed. pp. 17–34). Verlag Barbara Budrich. https://doi.org/10.2307/j.ctvbkjx77.6.
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
  • Berkeley, A. (2004). Changing views of knowledge and the struggle for undergraduate theatre curriculum, 1900–1980. Teaching theatre today: Pedagogical views of theatre in higher education. Palgrave Macmillan US, 7–30.
  • Besser, M., Roberts, I., & Walsh, M. (2013). The upright citizens brigade comedy improvisation manual. Comedy Council of Nicea LLC.
  • Boulton-Lewis, G. M., Buys, L., & Lovie-Kitchin, J. (2006). Learning and active aging. Educational Gerontology, 32(4), 271–282. https://doi.org/10.1080/03601270500494030
  • Cage, E., & Troxell-Whitman, Z. (2020). Understanding the relationships between autistic identity, disclosure, and camouflaging. Autism in Adulthood, 2(4), 334–338. https://doi.org/10.1089/aut.2020.0016
  • Casartelli, L., Cesareo, A., Biffi, E., Campione, G. C., Villa, L., Molteni, M., & Sinigaglia, C. (2020). Vitality form expression in autism. Scientific Reports, 10(1), 17182. https://doi.org/10.1038/s41598-020-73364-x
  • Casartelli, L., Federici, A., Fumagalli, L., Cesareo, A., Nicoli, M., Ronconi, L., Vitale, A., Molteni, M., Rizzolatti, G., and Sinigaglia, C. (2020). Neurotypical individuals fail to understand action vitality form in children with autism spectrum disorder. Proceedings of the National Academy of Sciences, 117(44), 27712–27718. https://doi.org/10.1073/pnas.2011311117
  • Cole, K. L. (2021). Neuroqueering interpersonal communication theory: Listening to autistic object-orientations. Review of Communication, 21(3), 187–205. https://doi.org/10.1080/15358593.2021.1961849
  • Cooper, K., Loades, M. E., & Russell, A. (2018). Adapting psychological therapies for autism. Research in Autism Spectrum Disorders, 45, 43–50. https://doi.org/10.1016/j.rasd.2017.11.002
  • Crompton, C. J., Ropar, D., Evans-Williams, C. V., Flynn, E. G., & Fletcher-Watson, S. (2020). Autistic peer-to-peer information transfer is highly effective. Autism, 24(7), 1704–1712. https://doi.org/10.1177/1362361320919286
  • Denscombe, M. (2010). The good research guide: For small-scale social research projects. McGraw-Hill Education (UK).
  • Dewey, J. (1938). Experience and education. Macmillan.
  • Dudeck, T. R. (2013). Keith johnstone: A critical biography. Bloomsbury Methuen Drama.
  • Equity. (n.d.). Casting and working with autistic artists. https://www.equity.org.uk/advice-and-support/casting-and-auditions/casting-and-working-with-autistic-artists
  • Forster, S., & Pearson, A. (2020). “Bullies tend to be obvious”: Autistic adults’ perceptions of friendship and the concept of ‘mate crime’. Disability & Society, 35(7), 1103–1123. https://doi.org/10.1080/09687599.2019.1680347
  • Garfield, J. B., & Ben-Zvi, D. (2009). Helping students develop statistical reasoning: Implementing a statistical reasoning learning environment. Teaching Statistics, 31(3), 72–77. https://doi.org/10.1111/j.1467-9639.2009.00363.x
  • Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15–46). Simon & Schuster Macmillan.
  • Halpern, C., Close, D., & Johnson, K. H. (1994). Truth in comedy. Meriwether Publishing Ltd.
  • Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25. https://doi.org/10.1007/s10803-005-0039-0
  • Heron, J., & Johnson, N. (2017). Critical pedagogies and the theatre laboratory. Research in Drama Education: The Journal of Applied Theatre and Performance, 22(2), 282–287. https://doi.org/10.1080/13569783.2017.1293513
  • Holford, J. (1995). Why social movements matter: Adult education theory, cognitive praxis, and the creation of knowledge. Adult Education Quarterly, 45(2), 95–111. https://doi.org/10.1177/0741713695045002003
  • Hume, K., Odom, S. L., Steinbrenner, J. R., Smith DaWalt, L., Hall, L. J., Kraemer, B., Tomaszewski, B., Brum, C., Szidon, K., and Bolt, D. M. (2022). Efficacy of a school-based comprehensive intervention program for adolescents with autism. Exceptional Children, 88(2), 223–240. https://doi.org/10.1177/00144029211062589
  • Johnstone, K. (1989). Impro: Improvisation and the theatre.
  • Johnstone, K. (2014). Impro for storytellers. Routledge.
  • Keates, N. (2017). University Improv Comedy Society Manual. Amazon.
  • Keates, N., & Beadle-Brown, J. (2022). The benefits of participating in improvisational comedy: A global confirmatory survey study. Comedy Studies, 13(2), 161–174. https://doi.org/10.1080/2040610X.2022.2091719
  • Keates, N., & Beadle-Brown, J. (2023). Improvisers’ experiences across neurotypes of participating in improv comedy. Advances in Autism, 9(3), 253–265. https://doi.org/10.1108/AIA-09-2022-0047
  • Keates, N., Martin, F., & Waldock, K. E. (2024). Autistic people’s perspectives on functioning labels and associated reasons, and community connectedness. Journal of Autism & Developmental Disorders. https://doi.org/10.1007/s10803-024-06316-3
  • Keating, C. T., Hickman, L., Leung, J., Monk, R., Montgomery, A., Heath, H., & Sowden, S. (2023). Autism‐related language preferences of English‐speaking individuals across the globe: A mixed methods investigation. Autism Research, 16(2), 406–428. https://doi.org/10.1002/aur.2864
  • Krueger, R. (1998). Moderating focus groups. Sage. https://doi.org/10.4135/9781483328133
  • Lewin, K. (1947). Frontiers in group dynamics: II. Channels of group life; social planning and action research. Human Relations, 1(2), 143–153. https://doi.org/10.1177/001872674700100201
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  • Lubas, M., Mitchell, J., & De Leo, G. (2016). Evidence-based practice for teachers of children with autism: A dynamic approach. Intervention in School and Clinic, 51(3), 188–193. https://doi.org/10.1177/1053451215585801
  • Mansell, J., & Beadle-Brown, J. (2012). Active support: Enabling and empowering people with intellectual disabilities. Jessica Kingsley Publishers.
  • Marchant, G. (2001). The funding of drama student training in Britain. New Theatre Quarterly, 17(1), 31–44. https://doi.org/10.1017/S0266464X00014305
  • McDonnell, A., McCreadie, M., Mills, R., Deveau, R., Anker, R., & Hayden, J. (2015). The role of physiological arousal in the management of challenging behaviours in individuals with autistic spectrum disorders. Research in Developmental Disabilities, 36, 311–322. https://doi.org/10.1016/j.ridd.2014.09.012
  • McNamara, A. M. M., & Armstrong, J. E. (2021). Towards accessible actor training. Drama Research, 12(1). https://www.nationaldrama.org.uk/drama-research-volume-12/toward-accessible-actor-training/
  • Morrison, K. E., DeBrabander, K. M., Faso, D. J., & Sasson, N. J. (2019). Variability in first impressions of autistic adults made by neurotypical raters is driven more by characteristics of the rater than by characteristics of autistic adults. Autism, 23(7), 1817–1829. https://doi.org/10.1177/1362361318824104
  • Mpella, M., Evaggelinou, C., Koidou, E., & Tsigilis, N. (2019). The effects of a theatrical play programme on social skills development for young children with autism spectrum disorders. International Journal of Special Education, 33(4), 828–845.
  • Murray, D. (2018). Monotropism – an interest-based account of autism. In F. R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders (pp. 1–3). https://doi.org/10.1007/978-1-4614-6435-8_102269-1.
  • Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. Autism, 9(2), 139–156. https://doi.org/10.1177/1362361305051398
  • Pearson, A., Rees, J., & Forster, S. (2022). “This was just how this friendship worked”: Experiences of interpersonal victimization among autistic adults. Autism in Adulthood, 4(2), 141–150. https://doi.org/10.1089/aut.2021.0035
  • Pearson, A., Rose, K., & Rees, J. (2022). ‘I felt like I deserved it because I was autistic’: Understanding the impact of interpersonal victimisation in the lives of autistic people. Autism. https://doi.org/10.1177/13623613221104546
  • Petty, G. (1998). Teaching today: A practical guide (2nd ed.). Stanley Thornes (Publishers) Ltd.
  • Putnam, F. W. (1989). Pierre Janet and modern views of dissociation. Journal of Traumatic Stress, 2(4), 413–429. https://doi.org/10.1002/jts.2490020406
  • Quinn, J. S. (2007). Improvising our way through tragedy: How an improv comedy community heals itself through improvisation. American Communication Journal, 9(1), 4–21.
  • Reading, S., Reading, J., Padgett, R. J., Reading, S., & Pryor, P. (2015). The use of theatre to develop social and communication behaviors for students with autism. Journal of Speech Pathology & Therapy, 1(1). https://doi.org/10.4172/2472-5005.1000102
  • Richard, B., Sivo, S. A., Orlowski, M., Ford, R. C., Murphy, J., Boote, D. N., & Witta, E. L. (2021). Qualitative research via focus groups: Will going online affect the diversity of your findings? Cornell Hospitality Quarterly, 62(1), 32–45. https://doi.org/10.1177/1938965520967769
  • Rifai, O. M., Fletcher-Watson, S., Jiménez-Sánchez, L., & Crompton, C. J. (2022). Investigating markers of rapport in autistic and nonautistic interactions. Autism in Adulthood, 4(1), 3–11. https://doi.org/10.1089/aut.2021.0017
  • Rossetti, Z., Ashby, C., Arndt, K., Chadwick, M., Kasahara, M., & O’Brien, J. (2008). “I like others to not try to fix me”: Agency, independence, and autism. Intellectual and Developmental Disabilities, 46(5), 364–375. https://doi.org/10.1352/2008.46:364-375
  • The Royal Central School of Speech and Drama. (n.d.). Performance making diploma for learning disabled and autistic adults | the royal central school of speech and drama. https://www.cssd.ac.uk/short-courses/diplomas/performance-making-diploma-learning-disabled-and-autistic-adults
  • Saggers, B., & Ashburner, J. (2019). Creating Learning Spaces that Promote Wellbeing, Participation and Engagement: Implications for Students on the Autism Spectrum. In H. Hughes, J. Franz & J. Willis (Eds.), School Spaces for Student Wellbeing and Learning: Insights from Research and Practice (pp. 139–156). Singapore: Springer. https://doi.org/10.1007/978-981-13-6092-3_8
  • Sandahl, C. (2019). The difference disability makes: Unique considerations in casting performers with disabilities. In C. Syler & D., Banks (Eds.), Casting a movement (pp. 88–99). London: Routledge. https://doi.org/10.4324/9780429488221
  • Sasson, N. J., & Morrison, K. E. (2019). First impressions of adults with autism improve with diagnostic disclosure and increased autism knowledge of peers. Autism, 23(1), 50–59. https://doi.org/10.1177/1362361317729526
  • Sawyer, R. K. (2011). Sociocultural approaches. In R. K. Sawyer (Eds.), Explaining creativity: the science of human innovation (pp. 209–294). New York, NY: Oxford University Press USA. https://doi.org/10.1093/oso/9780195161649.001.0001
  • Schewe, M. (2013). Taking stock and looking ahead: Drama pedagogy as a gateway to a performative teaching and learning culture. Scenario: Journal for Drama and Theatre in Foreign and Second Language Education, 7(1), 5–27. https://doi.org/10.33178/scenario.7.1.2
  • Schneider, C. B. (2007). Acting antics. A theatrical approach to teaching social understanding to kids and teens with Asperger Syndrome. Jessica Kingsley.
  • Scruggs, M., & Gellman, M. J. (2007). Process: An improviser’s journey. Northwestern University Press.
  • Selke, M. (2020). Autistic representation in charter schools: a first-hand experience within a Michigan charter. Ought: The Journal of Autistic Culture, 1(2), 8. https://doi.org/10.9707/2833-1508.1028
  • Sherratt, D., & Peter, M. (2002). Developing play and drama in children with autistic spectrum disorders. David Fulton.
  • Shirley, D. (2012). Stanislavsky’s passage into the British conservatoire. Russians in Britain British theatre and the Russian tradition of actor training. Routledge.
  • Shulman, L. S. (2005). Signature pedagogies in the professions. Proceedings of the American Academy of Arts and Sciences, 134(3), 52–59. https://doi.org/10.1162/0011526054622015
  • Sibeoni, J., Massoutier, L., Valette, M., Manolios, E., Verneuil, L., Speranza, M., & Revah-Levy, A. (2022). The sensory experiences of autistic people: A meta-synthesis. Autism, 26(5), 1032–1045. https://doi.org/10.1177/13623613221081188
  • Simina, V. K. (2012). Socio-constructivist models of learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning. Springer. https://doi.org/10.1007/978-1-4419-1428-6_882.
  • Tan, C. D. (2018). “I’m a normal autistic person, not an abnormal neurotypical”: Autism spectrum disorder diagnosis as biographical illumination. Social Science & Medicine, 197, 161–167. https://doi.org/10.1016/j.socscimed.2017.12.008
  • United Nations’ Open Working Group (UN OWG). (2014). Introduction to the proposal of the open working group for the sustainable development goals. Outcome document as of, 19, 2014.United Nations.
  • Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
  • Waisman, T. C., Alba, L. A., & Green, S. A. (2022). Barriers to inclusive learning for autistic individuals. Pediatrics, 149(Supplement 4). https://doi.org/10.1542/peds.2020-049437Q
  • Wunder, A. (2007, April 12–14). Positive feedback: A model for developing creative improvisers [conference presentation]. Improvisation continuums: Theorising practice across disciplines. Cardiff, Wales, United Kingdom. https://mmd.research.southwales.ac.uk/news-and-events/events/improvisation-continuums-theorising-practice-across-disciplines/

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.